Admissions Policy

Admissions

John Gulson Primary School has places for 78 children in Nursery (Going through a review) and 90 children from Reception to Year Six.
Like many Community Schools in Coventry, John Gulson Primary follows the City Council Admissions Policy Procedures.
Full details of admission procedures can be found on the Coventry City Council website using the link below:
http://www.coventry.gov.uk/info/13/school_admissions-primary_school_places/113/school_admissions

If there are more requests for a school than there are places available within the school’s admission limit, places will be allocated in preference order using the criteria in priority as follows:-

Admissions- overview

1) To children who live in the catchment area served by the school, with an older brother or sister at the school, provided that the brother or sister will continue to attend that school the following year;

2) To other children who live in the catchment area served by the school;

3) To children with an older brother or sister at the school, provided that the brother or sister will continue to attend that school the following year;

4) To children by reference to the distance to the preferred school. A straight line measurement will be made to the school. The shortest measurement will have the highest priority.

If it is not possible to meet all of the requests in any one of the categories described above, the City Council will prioritise the requests within that category by reference to distance. A straight line measurement will be made to the preferred school. The shortest measurement will have the highest priority.

All first preference requests will be allocated before second or third preferences are considered.

Consideration may be given to very exceptional family or medical circumstances. The extent of such priority will be determined by the extent to which the child’s educational prospects and/or mobility are affected. Reference may be made to the Authority’s medical practitioner in these cases. The circumstances of the child will be of paramount consideration in such cases rather than the financial or social circumstances of the parent. Children who are the subject of a statement of Special Educational Needs may also be given priority if the educational provision identified in the statement is available at the preferred school.

John Gulson Primary School Policy for the Induction of New Arrivals

PRINCIPLES

The school recognises that:

  • All pupils are entitled to education and access to a broad and balanced curriculum
  • Pupils learn best when they feel secure and valued, whatever their home language, culture or religion
  • Newly arrived pupils, particularly those who arrive outside normal admission times, need additional support both educationally, emotionally and socially
  • It has a duty to promote race equality in line with the requirements of the Race Relations Amendment Act (2000)
  • Parents need help to access information about the school curriculum and processes of learning

DEFINTION
This policy focuses primarily on meeting the needs of pupils who have arrived in school as a result of international migration.  However, it may be more widely applicable to a number of groups who arrive in school outside standard admission times.

New arrivals may be described as:

  • International migrants – including refugees, asylum seekers and economic migrants from overseas
  • Internal migrants – including pupil joining the school as a result of moving home within the UK. This would include Gypsy Roma and Traveller pupils
  • Institutional movers – pupils who change schools without moving home, including exclusions and voluntary transfers
  • Individual movers – pupils who move without their family, for example looked after children and unaccompanied asylum seeking children

AIMS

  • To provide newly arrived pupils with a safe welcoming environment where they are accepted, valued and encouraged to participate
  • To gather accurate information about pupils’ background and educational experiences
  • To ensure that the knowledge, experience and skills that they bring are acknowledged and seen as an asset to build upon
  • To ensure that parents understand the new educational system of which their child is now part
  • To develop strategies to encourage new pupils to be included as part of the school
  • To ensure that pupils can see their languages, culture and identity reflected in the classrooms and the wider school and through an inclusive curriculum
  • To raise the attainment of newly arrived pupils

ROLES AND RESPONSIBILITIES

Whole staff
Teachers, teaching assistants, governors and support staff all have a responsibility to welcome and support new arrivals, to identify and remove barriers.  Senior leaders are responsible for ensuring attainment is monitored and tracked.

Co-ordinator for Minority Ethnic Pupils / Inclusion Manger
Is responsible for co-ordinating, monitoring and maintaining an overview of newly arrived pupils.

Class teachers
Are responsible for pastoral and academic needs and ensuring that the curriculum is delivered to meet newly arrived pupils’ level of English, school experience and academic level.

Teaching Assistants
Teaching Assistants who work with newly arrived pupils may give limited 1:1 support through school or through Multi-Lingual assistants purchased through MGSS.

Lunchtime Supervisors
Lunchtime Supervisors have an important role in ensuring newly arrived pupils’ needs are met during the lunch break.

ADMISSION
The school will:

  • Arrange a meeting with parents/carers to gather a range of information (e.g. languages used in the home, previous schooling, exposure to English)
  • Invite an interpreter to attend if parents/carers do not speak English, who could be a contact from the community
  • Ask parents/carers to bring in any reports, school text and exercise books from the pupil’s previous school
  • Give introductory information to parents/carers about the school including:
    • information about the English school system
    • a plan of the school
    • an outline of the school day
    • the homework system and how to support their child at home
    • calendar of term dates
    • who to contact to get information about their child’s work and progress and if they have any concerns
    • uniform or dress requirements with a labelled diagram and suppliers
    • lunch arrangements and a sample lunch menu including information of benefits such as free school meals
    • information about the local public library

(All the above to be as visual as possible and translated if necessary/possible.)

  • Share background details with school staff
  • Establish a buddy system
  • Ensure that pupils are not automatically placed in the bottom set where they are not cognitively challenged and do not access good models of English
  • Talk to the class about the new child’s country of origin. Help other pupils to understand that the EAL pupil needs help with English, but has a complete language of their own which they could learn
  • Display examples of the pupil’s language and pictures of home country in school to welcome the pupil and families

ASSESSMENT AND LEARNING

  • The school will use the Newly Arrived Pupils Language Assessment Pack developed by MGSS to track and assess pupils in the early stages of English acquisition
  • This information will be shared with class teachers alongside the school’s usual assessment procedures. The children will be reassessed after one term
  • The school recognises that the provision of an inclusive and supportive environment is more effective than formal language teaching for the rapid progress of pupils new to English
  • It recognises that it is common for pupils to be silent for up to one year and that this is an important learning process in which previous experiences will be related to new contexts
  • Pupils will be encouraged to use their home language where possible and pupils literate in their first language will be encouraged to use it where appropriate.
  • Children new to English will receive additional support both in the classroom and through L.U. (Structured Language Units)

FAMILY AND COMMUNITY LINKS

  • The school’s commitment to Community Cohesion agenda means it recognises its responsibility to include new arrivals’ families in all aspects of school life
  • Parents/carers will be made to feel welcome and have a positive role to play, whether as governors or helping in class
  • Links with English for Speakers of Other Languages classes for adults, community organisations, supplementary schools and religious groups will be established
  • Consideration will be given to the parents/carers’ level of English in all communications with the home
  • The school will ensure that parents/carers are kept fully informed of the pupil’s progress

 MONITORING AND EVALUATION

The newly arrived pupil’s progress will be closely monitored by the EAL co-ordinator/Assessment co-ordinator and class teacher/Head of Year using school assessment procedures

  • Monitoring will include consideration of the pupil’s wellbeing
  • Review meetings with parents and involved staff will be arranged
  • The newly arrived pupil’s views will be sought, where appropriate, to inform school evaluation

APPENDIX 1

PROCEDURE FOR ADMISSIONS OF NEW ARRIVALS

PRE-ADMISSION

  1. Parents/carers complete admissions form
  2. Interview arranged with parents/carers (date/time of interview written down for parents/carers)
  3. Interpreter arranged if needed
  4. Welcome pack and interview materials prepared

PRE-ADMISSION INTERVIEW

  1. Interviews conducted by Learning Mentor or Head teacher
  2. Parents have a brief tour of the school
  3. Child/family information recorded on school documentation, including previous schooling and health and dietary needs
  4. Family provided with ‘Welcome’ pack – translated booklet, HS Agreement, local information etc.
  5. Free School Meals application completed if appropriate
  6. Parents/carers informed of the start date for the child

BETWEEN INTERVIEW AND ADMISSION DAY

  1. Admission information given to school office staff
  2. Admission form copied for class teacher and inclusion staff
  3. Induction/welcome strategies planned by class teacher and class
  4. Class ‘friends’ and ‘buddies’ appointed to welcome and support new arrival
  5. Referrals to other service providers/agencies if appropriate.
  6. Inclusion manager plans for assessment, support and review of provision and ensures information is circulated around school.

DAY OF ADMISSION

  1. Child/parents/carers welcomed by class teacher and buddy.
  2. Office staff actions school roll entry
  3. Office staff sends for previous school records.

APPENDIX 2

SUCCESS CRITERIA

End of Week 1

  • To be relaxed and happy
  • To be beginning to follow some of the conventions and routines of the classroom
  • To be familiar with arrangements for school meal times
  • To be beginning to interact socially with class peers
End of Week 3

  • Come to school happily
  • To be relaxed and happy in class
  • To be familiar with geography of the school
  • Can follow daily class routines
  • To initiate contact (physical or verbal) with a teacher or teaching assistant
  • To be settling to tasks in the classroom
  • To be playing with others in the playground
End of first term

  • To be relaxed and happy
  • To participate in group and class activities at an appropriate level
  • To interact positively with their children
  • To be confident in small group situations
  • Can work / play without constant adult supervision
  • Shows interest and motivation in learning
  • To have demonstrated some identifiable progress in English language acquisition if an EAL beginner

A copy of this admission policy can be downloaded in PDF form here:

Admission Procedure 2015 (205.7 KiB)